QUALITY INDICATORS OF SPECIAL NEEDS EDUCATION

Legal disposition in the field entrust the government to organise, to control and to supervise the education.

The Charta of Luxembourg (November 1996) is presented under three headlines: principles, strategies and proposals.
In the field of the strategies following statements, which are taken into account in the appreciation and quality of education, are to be considered:
- a flexible education system;
- a positive holistic approach;
- an individual education programme which respects the needs, interests and wishes of the person and aims providing future autonomy;
- the rights of parents to choose the education they want for their child;
- precise and ongoing assessment at all levels, which addresses individual progress, class teamwork and global educational processes;
- information and communication technologies can eliminate barriers, provide access to education and training and to motivation and individualised learning;
- co-operation among those who provide for the needs of the child;
- professional networks and/or multidisciplinary teams;
- enhanced initial and in-service teacher training;
- the person with special needs in consultation with the parents/guardians is the main partner when making decisions;
- the national authorities should clearly define, improve, finance and implement the legislation which supports integration.

While national laws govern compulsory education, primary curricula are set up by the Ministry of Education and apply throughout the country.

The Ministry of Education controls primary education by the inspectors of primary education. On the local level (municipalities) control is done by the local “Commission scolaire”.